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. 2015 Jul;3(7):e378–e386. doi: 10.1016/S2214-109X(15)00060-1

Table 2.

Primary and secondary outcomes at baseline

Control (1882 students; 304 staff) Intervention (1824 students; 273 staff) All schools (3706 students; 577 staff)
Physical violence
Student self-reported past week physical violence at school 54·6% (1028/1882) 52·7% (962/1824) 53·7% (1990/3706)
School staff self-reported past week use of physical violence 43·1% (131/304) 39·9% (109/273) 41·6% (240/577)
Mental health and wellbeing
SDQ total difficulties score 0·47 (0·26) 0·46 (0·27) 0·47 (0·27)
School wellbeing 10·9 (2·5) 10·9 (2·5) 10·9 (2·5)
Educational performance
Word recognition in English (words per min) 47·0 (24·8) 45·3 (25·8) 46·2 (25·3)
Word reading in English 49·8 (18·3) 47·2 (20·5) 48·5 (19·4)
Reading comprehension in English 3·1 (1·5) 2·9 (1·5) 3·0 (1·5)
Word recognition in Luganda (words per min) 23·8 (15·7) 22·6 (15·9) 23·2 (15·8)
Word reading in Luganda 27·1 (18·5) 25·9 (18·8) 26·5 (18·7)
Reading comprehension in Luganda 2·4 (1·5) 2·1 (1·5) 2·2 (1·5)
Silly sentences test 20·1 (10·1) 21·2 (11·7) 20·6 (10·9)
Spelling in English 7·9 (5·0) 8·0 (6·0) 8·0 (5·5)
Written numeracy 24·4 (7·3) 25·0 (7·7) 24·7 (7·5)

Data are % (n/N) and mean (SD). There were slightly more missing data on reading comprehension in Luganda in the control than in the Intervention arm (12·2% vs 9·3%). More than 8% of students had missing data for word reading in Luganda, but the quantity of missing data was similar in both study arms (8·7% vs 8·4%). For all other measures, the quantity of missing data was low (<6%) and similar in both study arms. For the educational performance assessments which were administered at class level (silly sentences, spelling in English, and written numeracy) data from a total of 5786 students was included in the analysis (control 3139; intervention 2647). Students' experience of past term physical violence is not reported, as this question was not asked at baseline.